Women are on the frontlines of climate change, yet too often excluded from the education and career pathways that lead to climate leadership. Our new phase of the project uncovers where these barriers begin and how schools, universities, and institutions can create more inclusive routes into climate action.

Gendered social norms, financial barriers, and unequal access to education shape girls’ experiences long before they reach university. Our earlier research pointed to challenges in accessing STEM subjects and suggested that climate education may not be consistently or effectively embedded in school systems. Yet little is known about how climate education is delivered, how accessible it is for girls, or how it might be strengthened.

For women who make it to higher education, new sets of obstacles emerge. Many face structural and cultural barriers that affect progression and professional growth. These include male‑dominated learning environments, limited mentorship and role models, gender bias in recruitment and promotion, and insufficient institutional support, including protections against harassment. These challenges are especially acute in STEM fields, where women remain underrepresented in teaching, research, and innovation. Despite these concerns, there is limited evidence on how educational pathways: from school through university into professional careers, either enable or restrict women’s participation and advancement in climate‑related areas.

These barriers have long-term consequences. They shape who gets to participate in climate action, who develops climate knowledge, and who steps into leadership roles. In Kenya, where women and girls often bear the brunt of climate impacts, understanding how education can support their engagement is crucial. More research is needed to examine how education systems can become more inclusive and how professional and leadership pathways can better nurture women’s contributions to climate resilience and sustainability.

Project activities:

  • A key part of the project involves listening directly to women at different points in their educational journeys. Through a series of focus groups with female undergraduates and postgraduates, along with a round‑table discussion with women faculty, the team is gathering rich insights into everyday experiences of education, career aspirations, and the obstacles that shape these pathways. These conversations will help us understand how gendered barriers are felt across disciplines and social backgrounds, and they will guide the development of practical resources and future interventions.
  • To support wider awareness and discussion, the project team will also host a seminar that brings together faculty and students. During this event, the researchers will share findings from both the earlier phase of the study and the current work. This provides a space for dialogue about gender equality, climate action, and climate education, and helps connect emerging evidence with the people who play a role in shaping institutional cultures and learning environments.
  • Collaboration with academic staff continues beyond the seminar. Structured meetings and networking opportunities with faculty and early‑career researchers will support knowledge exchange, encourage reflection on gender equality within higher education, and spark discussions about potential partnerships. These interactions are designed to strengthen institutional capacity and lay the groundwork for future joint research and interventions.
  • The project also steps outside the university setting to explore how climate education is taught earlier in the education system. A visit to a school in the Nairobi metropolitan area will allow the team to observe climate‑related teaching in practice and engage with educators about curriculum design, teaching approaches, and the challenges they encounter. This helps connect insights across the school‑to‑university pipeline and strengthens the project’s ability to recommend changes that support students from a young age.

All project findings will be shared openly through the project website.